Managing the interactivity of instructional format and cognitive style construct in web-mediated learning environments

The management of Web-mediated learning environments is complex. There are many ontological facets to account for in defining the interacting variables. Instructional designers need to be ready to correctly identify and unravel each variable [1]. A meta-knowledge processing model has been proposed to facilitate the courseware design process to enhance performance outcomes [2]. Research has already been carried out on each component, however very little is known about the interactivity of these components in a Web-mediated learning environment. While multi-sensory instruction is known to improve a student's capacity to learn effectively, the overarching role of knowledge-mediated human-computer interaction (HCI) has been poorly understood [3]. The purpose of this paper is to discuss this meta-knowledge processing model and its usefulness for Web-mediated learning platform design in general and in particular to identify the interactive effects of the cognitive style construct and instructional format on performance outcomes. pp. 308-319